• Communications of Mathematical Education
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• v.29 no.4
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• pp.661-685
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• 2015

This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.

• East Asian mathematical journal
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• v.33 no.4
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• pp.353-380
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• 2017

The purpose of this study is to analyze the multiplication units in the elementary school mathematics. In the 2015 revised curriculum, students learn multiplication in $2^{nd}$ grade. The multiplication units is divided into two: multiplication and multiplication facts. In these two units, we mainly analyze situations involving multiplication, models for teaching multiplication, and multiplication strategies for teaching multiplication facts in relation to Subject Matter Knowledge. We called these contents Multiplication Matter Knowledge. We examined the precedent study with regard to multiplication at the elementary mathematics. As results, we prepared an analysis framework for this study. This study was conducted according to qualitative research methods, expecially 'qualitative contents analysis'. The contents here refer to Multiplication Matter Knowledge that can be found in the elementary mathematics textbooks and working books etc. As results of analysis, We can confirm that various multiplication situations and multiplication models are presented in the textbooks. And it has been examined that various multiplication properties are presented in the textbook according to the multiplication strategy levels. We insist elementary school teachers should be aware of these Multiplication Matter Knowledge. This study aims to provide elementary school teachers with basic data in these contexts.

• School Mathematics
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• v.8 no.3
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• pp.301-326
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• 2006

Teacher's competence in student assessment is an essential ability to mathematics teachers and should be improved qualitatively. This study suggests how college of education should make efforts in educating prospective teachers who will have competence in student assessment. First, $\ulcorner$Assessment of Mathematics Learning$\lrcorner$ must be set as a required subject. Second, the contents of the subject should be consisted to improve the competence of the prospective teachers in student assessment. Therefore, the contents based on the standards of teacher's competence in student assessment are suggested in this paper. Third, teaching methods should be practiced by using exemplary samples of teacher's assessment on students in addition to lecture.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.243-259
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• 2021

This study examines trends by school level, region, subject, and type centered on elementary schools when private education is perceived as a social problem due to the overheating of private education and its over-dependence. This study aims to provide a direction to ease the school mathematics education and meet the expectations of school mathematics education. As a result of this study, in mathematics subjects, the graph of private education expenses for mathematics subjects was not affected by the period and showed a somewhat consistent linear trend. In other words, we found that the private education cost of the mathematics subject was solid compared to other factors, and was not significantly affected by external variables, and was consistent. It is meaningful to examine the trends of private education costs in mathematics subjects with a comparison between the past and present and to grasp what factors and how they have changed and developed.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.791-818
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• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.

• Journal for History of Mathematics
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• v.18 no.1
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• pp.103-110
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• 2005

This paper is aimed at studying a historical background of graph theory and we deal with the computer representation of graph through a simple example. Graph is represented by adjacency matrix, edge table, adjacency lists and we study the matrix representation by Euler circuit. The effect of the matrix representation by Euler circuit economize the storage capacity of computer. The economy of a storage capacity has meaning on a mobile system.

• Journal for History of Mathematics
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• v.18 no.1
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• pp.49-66
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• 2005

We briefly survey the history of abacus and counting rods which had been most widespread devices for arithmetical calculations. And we explain and compare the methods and principles of calculation on the abacus and counting rods. Only multiplication and division are presented here with examples. In these course we can see that the principles of calculation on the abacus are inherited from that of calculation on the counting rods. We also discuss the educational value of the abacus.

• Research in Mathematical Education
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• v.22 no.3
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• pp.203-222
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• 2019

Despite its importance when it is employed in classrooms, scaffolding is limited in the classrooms. Many researchers have focused on contingent teaching, which is the first component of scaffolding. Given a lack of research on contingent teaching with prospective teachers (PSTs), this paper explores how PSTs intend to do contingent teaching in small groups when they engage in mathematics teaching. Building on research on contingent teaching, I analyzed 26 PSTs' written responses to scenarios in an online open-ended survey. The focus of the analysis was on how the PSTs would do contingent teaching that might support students to learn the subject matter. I present findings in relation to what the PSTs' responses showed in relation to contingent teaching with the subject matter. The findings will be discussed along with implications.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Journal of applied mathematics & informatics
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• v.7 no.2
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• pp.409-438
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• 2000

In this paper we develop a new procedure to control stepsize for Runge- Kutta methods applied to both ordinary differential equations and semi-explicit index 1 differential-algebraic equation In contrast to the standard approach, the error control mechanism presented here is based on monitoring and controlling both the local and global errors of Runge- Kutta formulas. As a result, Runge-Kutta methods with the local-global stepsize control solve differential of differential-algebraic equations with any prescribe accuracy (up to round-off errors)